Impactos de marcadores sociais na trajetória escolar dos alunos do Ifes Nova Venécia: desafios e possibilidades para a construção de uma política de ações afirmativas

Abstract

The research in question is an intervention project that aims to understand the problem of inclusion and permanence in the institution in which I am inserted and to contribute to its overcoming. Starting from a personal concern, we carried out a case study at the Federal Institute of Espírito Santo - Campus Nova Venécia, a case unit. The subject studied was “affirmative action policies” and we sought to discuss the impacts of social markers of gender, race and class on the students' school trajectory. Its research problem is: “what are the impacts of gender, race and class social markers on the school trajectory (income/dropout/course completion) of Integrated High School students at Campus Nova Venécia? And, especially, how do such markers impact the path of newcomers to the institution through the quota system?”. The research has been dialoguing with the following authors in the area: Arroyo (2010), Novoa (2020), Gomes (2012), Coulon (2011), Sampaio (2011), Haddad (2012), Hirano, Almeida et al (2018), between others. Although it has a quantitative introductory phase, the research is primarily qualitative in terms of approaching the problem, through document analysis, case studies and interviews. The study had as its target audience students entering the Integrated Technical courses in Buildings and Mining, which are the courses offered by the campus in the form of integrated high school, in the period from 2010 to 2020. The first phase of the research consisted of extracting data of the “Qacadêmico” System, thus obtaining quantitative data, grouped and without personal identification, on the profile of the students. In the second phase, interviews were carried out with civil servants assigned to the Academic Registration, Pedagogical Management and Community Assistance coordinations, with the general direction and with three professors, in order to understand, based on their professional performance, the relationship of social markers in the trajectory of the student within the campus. The combined analyzes of the system data and the interviews showed us the object studied through multiple perspectives. The comparison of student input based on these three social markers (gender, race and class) before and after the adoption of quotas allows us to analyze how there is intersectionality between these dimensions. Likewise, the survey indicated that different social markers should not be abandoned, most notably race, if we want to reverse the situation of historical discrimination against the black group. Thus, as a result of the research, an intervention proposal was elaborated that presents guidelines for the formulation of an affirmative action policy at Ifes.